【期刊】International Journal of Multicultural Education201702
International Journal of Multicultural Education (IJME)
website:http://www.ijme-journal.org/index.php/ijme
is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for diverse students, cross-cultural understanding, and global justice for marginalized people in all levels of education, including leadership and policies, IJME publishes three types of articles:
(1) empirical research reports that explicitly address multicultural educational issues and typically engages qualitative research methods in robust manners (if specified in the call for submissions, some special issues may accept quantitative studies);
(2) conceptual and theoretical articles, typically grounded on in-depth literature review, which advance theories and scholarship of multicultural education; and
(3) praxis articles that discuss successful multicultural education practices grounded on sound theories and literature.
We particularly encourage submissions resulted from meaningful and ethical collaboration among international scholars and practitioners. Submissions that advance from prescreening will be subject to originality-testing and double-blind review.
IJME is indexed with several international databases such as ESCI. Scopus, ERIC, and Ebscohost. According to SJR, IJME is placed in the first quartile 【一区期刊】of 630 globally select social science journals. The journal is among the 10 most impactful open-access journals in the category of "cultural studies." During the year of 2016, IJME articles were downloaded over 76,000 times by global readers from 121 countries. The 3-year-average acceptance rate between 2014 and 2016 is 17%.
Vol 19, No 2 (2017): Open Theme Issue
Table of Contents
Articles (Peer-reviewed)
Navigating the Meanings of Social Justice, Teaching for Social Justice, and Multicultural Education Hyunhee Cho | 1-19 |
Beyond US-Centered Multicultural Foundations on Race James C. Jupp, Miryam Espinosa-Dulanto | 20-43 |
Defining Intercultural Education for Social Cohesion in Malaysian Context Amrita Kaur, Rosna Awang-Hashim, Mohammad Noman | 44-60 |
Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education Sandra M. Gonzales, Susan L. Gabel | 61-81 |
The Same but Different: Making Meaning from Modified Texts with Cross-cultural Themes Cynthia B. Leung, Susan V. Bennett, AnnMarie Alberton Gunn | 82-99 |
Being Black (and) Immigrant Students: When Race, Ethnicity, and Nativity Collide Chrystal A. George Mwangi, Shelvia English | 100-130 |
Whiter Shade of Pale: Making the Case for Jewish Presence in the Multicultural Classroom Daniel Ian Rubin | 131-145 |
A Novice Bilingual Teacher’s Journey: Teacher’s Noticing as a Pathway to Negotiate Contradictory Teaching Discourses Sandra I Musanti | 146-162 |
Praxis Articles (Peer-reviewed)
“Into the Realm of the Politically Incorrect”: Intercultural Encounters in a Service-Learning Program Christelle Palpacuer-Lee, Jessie Hutchison Curtis | 163-181 |
Long Ago and Far Away: Preservice Teachers’ (Mis)Conceptions Surrounding Racism Melissa Beth Wilson, Tracey Kumar | 182-198 |
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或惠存ID: TransculturalC